O‘zbekiston respublikasi oliy ta’lim, fan va innovatsiyalar vazirligi mirzo ulug`bek nomidagi

FOYDALANILGAN ADABIYOTLAR 
1. Janikovа, Vеra; Michels-McGovers, Monika. Aspekte des Hochschulfachs: 
Methodik und Didaktik des Unterrichts Deutsch als Fremdsprache im 
Überblick. T. 2. Hamidova, “Agrar sohada nemis tili darslarini samarali 
tashkil etish usullari” Jamiyat va innovatsiyalar. Jurnal 7mart, 2021 yil 
2. ”Oʼquv jarayonida innovatsiyalar: hozirgi holat va rivojlanish yoʼllari” TDShI. 
Vazirlik miqyosidagi ilmiy-uslubiy anjuman materiallari toʼplami. Toshkent 
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2. 4.Schritte international 2 . A1/2. Lehrerhandbuch. Petra Klimaszyk, Isabel 
Krämer Kienle, Hüberverlag 2010 
3. vyd. Brno: Masarykova univerzita v Brne, 2000. 97 s. ISBN 80-210-2344-9. 
 
 
INNOVATIVE EDUCATIONAL TECHNOLOGIES AND 
COMPETENCIES IN HIGHER EDUCATION 
 
https://doi.org/10.5281/zenodo.8146011
  
Kodiralieva Durdonakhon 
Master’s degree student in NUUZ 
Foreign language philology faculty 
The department of foreign language and literature 
National University of Uzbekistan 
Tashkent, Uzbekistan 
 

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Abstract: The main purpose of scientific, scientific-technical and innovative 
activities is to obtain new scientific knowledge through research and development 
and their focus on the creation and introduction of new competitive technologies, 
types of equipment, materials, etc. to ensure the innovative development of society 
and training of innovative specialists. 
Key words: ICT, modernizing, OECD, global. 
The concept of pedagogical education development among the key tasks 
defines the training of teachers–researchers for all components of education 
(preschool, complete general secondary, alternative, specialized, professional 
(vocational) and special pre-higher, higher, including postgraduate), who are able 
to solve complex problems in the field of pedagogical and/or research activities, 
which involves a deep rethinking of existing and creating new holistic knowledge 
and/or professional practice
69
. The main purpose of scientific, scientific-technical 
and innovative activities is to obtain new scientific knowledge through research 
and development and their focus on the creation and introduction of new 
competitive technologies, types of equipment, materials, etc. to ensure the 
innovative development of society and training of innovative specialists.
The priority tasks of the university in the field of scientific, scientific and 
technical activities: 
1.The development of fundamental research in the field of natural, 
humanitarian, psychological and pedagogical, socio-economic sciences with the 
aim of their further use for the development of priority areas of science and 
technology, social development and the development of the country's economy
70
. 
Performing applied research and development in order to effectively use and 
develop scientific potential, attracting additional funds to solve social and other 
69
Zhu, S., Hao, Y. H., Xu, S., & MacLeod, J. (2020). Understanding social media competence in higher education: 
Development and validation of an instrument. Journal of Educational Computing Research, 57(8), 1935–1955. 
https://doi.org/10.1177/0735633118820631
 
70
Wang, N., Young, T., Wilhite, S. C., & Marczyk, G. (2011). Assessing students’ emotional competence in higher 
education: Development and validation of the widener emotional learning scale. Journal of Psychoeducational 
Assessment, 29(1), 47–62. 
https://doi.org/10.1177/0734282909359394
 

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problems of the industry. Research and development of theoretical and 
methodological foundations for the establishment and development of higher 
education, strengthening the influence of science on solving the problems of 
education and upbringing, preserving and strengthening the defining character of 
science in the development of society, culture and economy. 
The support for existing scientific schools and the establishment of new 
ones. The implementation of activities to support the scientific research of young 
scientists and gifted students, their involvement in scientific schools, etc. The life-
long education programme identifies priorities and epochs of the future: Rapid 
communication, a planetary economy, increased competition an increase in the 
number of older people and low-skilled workers, modernizing the types and forms 
of knowledge areas and professions
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, combining large and small; understanding 
and applying capabilities of the brain; expanding the scope of services, including 
educational ones; awareness of the need for self-learning, self-improvement and 
self-development.
The main indicator for identifying basic competencies is the business sector 
and employers. OECD has implemented the Definition and Selection of 
Competencies project to determine the competencies that are relevant at the present 
stage of society's development and that will be in demand in the future
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. The 
results of the study are used by interested national governments and global 
educational systems, since the latest state development programmes define human 
capital as a priority for overcoming deficiencies and giving the educational process 
a modern practical significance. OECD defines key (universal or global) 
competencies that contribute to the effective work of specialists in various 
professional and/or social spheres and to the qualitative self-realization of 
individuals and the life of society as a whole. 
71
Mengual-Andrés, S., Roig-Vila, R., & Mira, J. B. (2016). Delphi study for the design and validation of a 
questionnaire about digital competences in higher education. International Journal of Educational Technology in 
Higher Education, 13(1), 12. 
https://doi.org/10.1186/s41239-016-0009-y
  
72
López-Bonilla, J. M., & López-Bonilla, L. M. (2014). Holistic competence approach in tourism higher education: 
An 
exploratory 
study 
in 
Spain. 
Current 
Issues 
in 
Tourism, 
17(4), 
312–326. 
https://doi.org/10.1080/13683500.2012.720248 

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Abbas finds a need to include ICT impact in Shulham’s definition of 
curricular knowledge. He argues that teachers must have proper knowledge of ICT 
so that they can adapt the ICT tools to meet the needs of their lessons. He also 
shows his concern when he finds that Cuban have highlighted a serious deficiency 
of ICT integration despite increasing number of technologies
73
. He attributes this 
drawback to irrelevant or insufficient teacher-training programs for pre-service 
teachers. His research asks for well-designed and technology-oriented teacher 
training programs. His research concluded that teacher preparation programs need 
to meet the needs and demands of the future and this is likely to strengthen the link 
between technology integration and educational reforms.
It was stated that thanks to the use of online and other technologies, future 
teachers can more effectively acquire knowledge, skills and abilities in many other 
areas. It was asserted that in modern conditions, pedagogical and scientific-
pedagogical workers need to overcome the highly specialized line of the learning 
process. To develop this area, it is necessary to intensify interdisciplinary and 
transborder cooperation, as well as to develop inclusive and innovative approaches 
to learning and teaching
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. The results are explained by significant transformational 
processes in the life of society, its transition to a new level—a smart society, which 
requires preparing a person for life in a world of diverse connections—from 
interaction with the immediate environment to global interaction, intercultural 
communication using information and communication technologies. The practical 
implementation of certain tasks depends on the teacher as a carrier of intellectual 
and innovative potential. The results obtained in the course of the experimental 
study showed that this problem remains open and requires a solution, which is 
what the system developed by authors is aimed at. 
Fast growing educational technologies call for pre-service and in-service 
teachers to integrate ICT in teaching and learning. Institutions are developing 
73
Cuban, L. (2001). Oversold and underused: Computers in the classroom. London: Harvard University Press. 
https://doi.org/10.12691/education-2-9-4
 (2004). 
74
Monar, M. A. C., & Rodríguez, M. C. V. (2020). A philosophical and sociological perspective of environmental 
professional 
competence 
in 
higher 
education. 
Revista 
Fuentes, 
22(2), 
251–260. 
https://doi.org/10.12795/revistafuentes.2020.v22.i2.02
 

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continuous professional development programs to improve teachers’ skills of ICT 
but still there are certain challenges which need proper planning and improvement 
strategies. Al-Senaidi, Lin, and Poirot supported the idea that there are two types of 
barriers: external which relate to lack of time and resources, limited technical 
support and unattended technical problems and internal which reflect teachers’ 
attitudes such as lack of confidence, conservative attitude and poor knowledge of 
the benefits of technology
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. Alev investigated ICT integration and possible 
challenges faced in pre-service teacher training programs. Some of the major 
challenges found were poor access to ICT tools, large classrooms, and lack of 
pedagogical and technical support. His study found class management, technical 
problems, poor ICT skills of teachers and learners, conservative attitude of the 
teachers about ICT use as further challenges in successful implementation of ICT.